Preface to the Student |
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xix | |
Preface to the Instructor |
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xxi | |
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An Introduction to Public Speaking |
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1 | (18) |
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Why Study Public Speaking? |
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2 | (2) |
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3 | (1) |
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4 | (1) |
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TRY THIS Assessing the Importance of Communication |
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4 | (1) |
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5 | (1) |
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Definitions of Communication |
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5 | (3) |
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8 | (3) |
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Intrapersonal Communication |
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8 | (1) |
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Interpersonal Communication |
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8 | (1) |
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9 | (1) |
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9 | (1) |
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10 | (1) |
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Elements of Communication |
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11 | (3) |
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11 | (1) |
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11 | (1) |
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12 | (1) |
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12 | (1) |
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13 | (1) |
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13 | (1) |
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13 | (1) |
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The Public Speaker as Critical Thinker |
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14 | (1) |
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15 | (1) |
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Theory Into Practice Thinking about Speaking |
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16 | (1) |
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17 | (2) |
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The Ethics of Public Speaking |
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19 | (18) |
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20 | (1) |
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21 | (1) |
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TRY THIS Developing a Code of Ethics |
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22 | (1) |
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23 | (3) |
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Speak Up about Topics You Consider Important |
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23 | (1) |
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Choose Topics That Promote Positive Ethical Values |
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23 | (1) |
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Speak to Benefit Your Listeners |
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24 | (1) |
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Use Truthful Supporting Material and Valid Reasoning |
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25 | (1) |
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Consider the Consequences of Your Words and Actions |
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25 | (1) |
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Strive to Improve Your Public Speaking |
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26 | (1) |
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26 | (3) |
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Seek Exposure to Well-Informed Speakers |
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26 | (1) |
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Avoid Prejudging Speakers or Their Ideas |
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27 | (1) |
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Evaluate the Speaker's Logic and Credibility |
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27 | (1) |
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Beware of the Consequences of Not Listening Carefully |
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27 | (2) |
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29 | (1) |
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30 | (3) |
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Theory Into Practice effective and Ethical Paraphrasing |
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33 | (1) |
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34 | (1) |
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34 | (3) |
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37 | (22) |
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Recognize That Speaker Nervousness Is Normal |
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38 | (1) |
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Control Speaker Nervousness |
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39 | (3) |
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Learn How to Build Speaker Confidence |
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42 | (1) |
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Know How You React to Stress |
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42 | (1) |
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Know Your Strengths and Weaknesses |
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43 | (1) |
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Ethical Decisions Being Yourself |
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43 | (1) |
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44 | (1) |
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Know That It Always Looks Worse from the Inside |
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44 | (1) |
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Speaking With Confidence Bo'don Wilson |
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44 | (1) |
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TRY THIS Managing Nervous Energy |
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45 | (4) |
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45 | (1) |
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46 | (1) |
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View Speech Making Positively |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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48 | (1) |
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48 | (1) |
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Theory Into Practice Gaining Perspective |
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49 | (1) |
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Prepare Your First Speech |
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49 | (8) |
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Understand the Assignment |
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50 | (1) |
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Develop Your Speech Content |
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50 | (2) |
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52 | (1) |
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53 | (1) |
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54 | (1) |
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55 | (1) |
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56 | (1) |
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57 | (1) |
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57 | (2) |
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59 | (26) |
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The Importance of Listening |
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60 | (1) |
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61 | (1) |
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Listening Is Intermittent |
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61 | (1) |
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Listening Is a Learned Skill |
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61 | (1) |
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62 | (1) |
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Listening Implies Using the Message Received |
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62 | (1) |
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62 | (1) |
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63 | (1) |
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63 | (1) |
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Speaking With Confidence Julie Ruth |
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63 | (2) |
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64 | (1) |
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64 | (1) |
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64 | (1) |
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65 | (1) |
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Obstacles to Effective Listening |
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65 | (2) |
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65 | (1) |
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Physiological Distractions |
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66 | (1) |
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Psychological Distractions |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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Promoting Better Listening |
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67 | (4) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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Understand the Speaker's Point of View |
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68 | (1) |
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69 | (1) |
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70 | (1) |
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70 | (1) |
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71 | (1) |
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71 | (1) |
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71 | (5) |
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Begin with a Positive Statement |
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73 | (1) |
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Target a Few Areas for Improvement |
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74 | (1) |
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74 | (1) |
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74 | (1) |
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75 | (1) |
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Personalize Your Comments |
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75 | (1) |
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76 | (1) |
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Problem-Solve the Negative |
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76 | (1) |
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Ethical Decisions Right of Refusal |
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76 | (2) |
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Provide the Speaker with a Plan of Action |
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77 | (1) |
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End with a Positive Statement |
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77 | (1) |
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Theory Into Practice Critiquing a Classmate |
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78 | (2) |
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80 | (1) |
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Focus on What Your Critics Say, Not How They Say It |
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80 | (1) |
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Seek Clear and Specific Feedback |
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80 | (1) |
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Evaluate the Feedback You Receive |
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81 | (1) |
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81 | (1) |
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Try This Critiquing Yourself |
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81 | (1) |
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82 | (1) |
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83 | (2) |
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85 | (24) |
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Recognize the Value of Audience Diversity |
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87 | (1) |
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Analyze Your Audience before the Speech |
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88 | (2) |
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Analyze Audience Demographics |
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89 | (1) |
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Speaking With Confidence Krystal Graves |
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90 | (10) |
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Analyze Audience Psychographics |
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93 | (2) |
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95 | (4) |
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Analyze Specific Speaking Situations |
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99 | (1) |
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Ethical Decisions Ghosting 101 |
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100 | (2) |
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Theory Into Practice Using an Audience Questionnaire |
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102 | (1) |
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Analyze Your Audience during the Speech |
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103 | (1) |
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Analyze Your Audience after the Speech |
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104 | (1) |
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TRY THIS Incorporating Questionnaire Results |
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105 | (1) |
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105 | (1) |
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Practice Critique Evaluating a Speaker's Audience Analysis |
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106 | (1) |
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107 | (2) |
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Selecting Your Speech Topic |
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109 | (20) |
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110 | (3) |
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112 | (1) |
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Speaking With Confidence Bryan McClure |
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113 | (6) |
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Audience-Generated Topics |
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114 | (1) |
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Occasion-Generated Topics |
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115 | (2) |
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Research-Generated Topics |
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117 | (2) |
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Theory Into Practice Selecting Your Topic |
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119 | (1) |
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TRY THIS Using a Group to Select Your Topic |
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120 | (1) |
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120 | (1) |
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Ethical Decisions Should Instructors Censor? |
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121 | (1) |
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Determine Your General Purpose |
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122 | (1) |
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122 | (1) |
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123 | (1) |
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123 | (1) |
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Formulate Your Specific Purpose |
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123 | (1) |
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Word Your Thesis Statement |
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124 | (1) |
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Develop Your Speech Title |
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125 | (1) |
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126 | (1) |
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Practice Critique Evaluating Titles |
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127 | (1) |
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127 | (2) |
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129 | (24) |
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Assess Your Personal Knowledge |
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131 | (1) |
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Develop Your Research Plan |
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132 | (1) |
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Theory Into Practice Developing Personal Speech Resources |
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133 | (1) |
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134 | (3) |
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136 | (1) |
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TRY THIS Comparing Online Searches |
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137 | (5) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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139 | (2) |
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141 | (1) |
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Speaking With Confidence Traci Futrell |
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142 | (4) |
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142 | (3) |
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Calling, Writing, and Emailing for Information |
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145 | (1) |
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Ethical Decisions The Privacy of Public Information |
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146 | (1) |
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146 | (2) |
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146 | (1) |
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How to Record Information |
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147 | (1) |
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148 | (2) |
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150 | (1) |
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Practice Critique Evaluating Research |
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150 | (1) |
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151 | (2) |
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153 | (24) |
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Purposes of Supporting Materials |
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154 | (2) |
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154 | (1) |
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155 | (1) |
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155 | (1) |
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Types of Supporting Materials |
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156 | (9) |
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156 | (2) |
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158 | (2) |
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160 | (1) |
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161 | (1) |
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162 | (1) |
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162 | (2) |
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164 | (1) |
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165 | (3) |
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Is the Evidence Quoted in Context? |
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165 | (1) |
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Is the Source of the Evidence an Expert? |
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165 | (2) |
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Is the Source of the Evidence Unbiased? |
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167 | (1) |
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Is the Evidence Relevant to the Point Being Made? |
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167 | (1) |
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Is the Evidence Specific? |
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167 | (1) |
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Is the Evidence Sufficient to Prove the Point? |
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168 | (1) |
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168 | (1) |
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Ethical Decisions Biased Sources: To Use or Not to Use |
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168 | (1) |
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Evaluating Electronic Information |
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169 | (1) |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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170 | (1) |
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TRY THIS Evaluating Internet Sources |
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170 | (1) |
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171 | (1) |
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171 | (1) |
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Speaking With Confidence Elisabeth Pallante |
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172 | (1) |
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Theory Into Practice Information for Oral Footnotes |
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173 | (1) |
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173 | (1) |
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Practice Critique Evaluating Evidence |
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174 | (1) |
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174 | (3) |
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Organizing the Body of Your Speech |
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177 | (20) |
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Formulate an Organizing Question |
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178 | (1) |
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Divide the Speech into Key Ideas |
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179 | (3) |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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Speaking With Confidence Corey Town |
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182 | (4) |
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182 | (1) |
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182 | (2) |
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Mnemonic or Gimmick Division |
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184 | (1) |
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Problem-Solution Division |
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185 | (1) |
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185 | (1) |
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186 | (4) |
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186 | (1) |
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187 | (2) |
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189 | (1) |
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189 | (1) |
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Theory Into Practice Applying the ``4 S's'' |
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190 | (1) |
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191 | (2) |
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Ethical Decisions Crunch Time |
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193 | (1) |
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TRY THIS Developing One Key Idea |
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193 | (1) |
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194 | (1) |
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Practice Critique evaluating Organization |
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194 | (1) |
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195 | (2) |
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Introducing and Concluding Your Speech |
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197 | (18) |
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Organize the Introduction of the Speech |
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198 | (2) |
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Get the Attention of Your Audience |
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199 | (1) |
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Speaking With Confidence Jacquine Stenz |
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200 | (5) |
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204 | (1) |
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Ethical Decisions Revealing versus Concealing Your Purpose |
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205 | (3) |
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Establish the Importance of Your Topic |
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205 | (1) |
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Establish Your Credibility to Speak on Your Topic |
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206 | (1) |
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206 | (1) |
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207 | (1) |
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Organize the Conclusion of the Speech |
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208 | (1) |
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TRY THIS Developing Introductions |
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208 | (4) |
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209 | (1) |
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Activate Audience Response |
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209 | (1) |
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210 | (1) |
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211 | (1) |
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212 | (1) |
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Practice Critique Evaluating Introductions |
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212 | (1) |
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212 | (1) |
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Theory Into Practice Outward Method of Speech Development |
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213 | (2) |
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215 | (18) |
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216 | (2) |
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216 | (1) |
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Tests Logical Relation of Parts |
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217 | (1) |
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Tests Relevance of Supporting Ideas |
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217 | (1) |
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218 | (1) |
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218 | (1) |
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218 | (2) |
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219 | (1) |
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219 | (1) |
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Speaking With Confidence Alana Kwst |
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220 | (1) |
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220 | (1) |
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220 | (1) |
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220 | (1) |
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221 | (2) |
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221 | (2) |
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Theory Into Practice Visual Brainstorming |
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223 | (1) |
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TRY THIS Developing a Working Outline |
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223 | (7) |
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224 | (3) |
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227 | (3) |
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230 | (1) |
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Practice Critique Evaluating a Speech Outline |
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231 | (1) |
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231 | (2) |
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233 | (22) |
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235 | (2) |
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235 | (1) |
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235 | (1) |
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235 | (1) |
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Serve as Instrument of Play |
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236 | (1) |
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Speaking With Confidence Suzanne L. Hamilton |
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237 | (1) |
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237 | (1) |
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Principles of effective Language Use |
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238 | (3) |
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238 | (1) |
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239 | (2) |
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241 | (1) |
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Ethical Decisions Doublespeak or Clearspeak |
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241 | (8) |
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247 | (1) |
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248 | (1) |
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TRY THIS Becoming an Inclusive Speaker |
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249 | (1) |
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Theory Into Practice Keys to Effective Oral Style |
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250 | (1) |
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251 | (1) |
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Practice Critique Analyzing Language Use in a Powerful Speech |
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252 | (1) |
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252 | (3) |
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255 | (20) |
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Principles of Nonverbal Communication |
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256 | (1) |
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Speaking With Confidence Michael Gino |
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257 | (1) |
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258 | (3) |
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258 | (1) |
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258 | (1) |
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259 | (1) |
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Speaking Extemporaneously |
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259 | (2) |
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Qualities of Effective Delivery |
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261 | (1) |
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Elements of Vocal Delivery |
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262 | (6) |
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262 | (2) |
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264 | (1) |
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265 | (1) |
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266 | (1) |
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Articulation and Pronunciation |
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266 | (2) |
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Elements of Physicial Delivery |
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268 | (1) |
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268 | (1) |
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Theory Into Practice Dressing for Address |
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269 | (3) |
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269 | (1) |
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270 | (1) |
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270 | (1) |
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271 | (1) |
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271 | (1) |
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TRY THIS Practicing Your Delivery |
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272 | (1) |
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273 | (1) |
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Practice Critique Pairing Gestures and Movements with Words |
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273 | (1) |
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273 | (2) |
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Using Presentational Aids |
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275 | (20) |
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The Importance of Using Presentational Aids |
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277 | (1) |
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Increases Message Clarity |
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277 | (1) |
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Reinforces Message Impact |
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277 | (1) |
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Increases Speaker Dynamism |
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277 | (1) |
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Enhances Speaker Confidence |
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278 | (1) |
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Speaking With Confidence Joanie Klingel |
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278 | (1) |
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Types of Presentational Aids |
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279 | (6) |
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279 | (1) |
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279 | (6) |
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Theory Into Practice Designing Transparencies and Slides |
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285 | (1) |
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Ethical Decisions Fair Use or Copyright Infringement |
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286 | (2) |
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286 | (1) |
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287 | (1) |
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287 | (1) |
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Strategies for Using Presentational Aids |
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288 | (3) |
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288 | (2) |
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290 | (1) |
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TRY THIS Planning Presentational Aids for the Classroom |
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291 | (1) |
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292 | (1) |
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Practice Critique Evaluating Presentational Aids |
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293 | (1) |
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293 | (2) |
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295 | (22) |
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Characteristics of a Speech to Inform |
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296 | (2) |
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Informative Speech Topics |
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298 | (1) |
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298 | (8) |
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Speaking With Confidence Patty Pak |
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299 | (1) |
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300 | (1) |
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300 | (2) |
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Speeches about Activities and Events |
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302 | (1) |
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303 | (1) |
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303 | (1) |
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Speeches about Conditions |
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304 | (1) |
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305 | (1) |
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TRY THIS Targeting an Informative Topic |
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306 | (1) |
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Theory Into Practice Organizing Informative Speeches |
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307 | (1) |
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Guidelines for Speaking to Inform |
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308 | (3) |
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Stress Your Informative Purpose |
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308 | (1) |
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308 | (1) |
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309 | (1) |
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309 | (1) |
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309 | (1) |
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Limit Your Ideas and Supporting Materials |
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310 | (1) |
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310 | (1) |
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Use Appropriate Organization |
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310 | (1) |
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Use Appropriate Forms of Support |
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310 | (1) |
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310 | (1) |
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Ethical Decisions Managing Bias in an Informative Speech |
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311 | (1) |
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Annotated Sample Speech The Amish: Seeking to Lose the Self |
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311 | (3) |
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314 | (1) |
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Practice Critique Evaluating and Comparing Two Informative Student Speeches |
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314 | (1) |
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315 | (2) |
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The Strategy of Persuasion |
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317 | (22) |
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The Importance of Persuasion |
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318 | (1) |
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A Definition of Persuasion |
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319 | (1) |
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320 | (1) |
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321 | (1) |
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321 | (1) |
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321 | (1) |
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Types of Persuasive Speeches |
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321 | (1) |
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Theory Into Practice The Pyramid of Persuasion |
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322 | (1) |
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322 | (1) |
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323 | (1) |
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323 | (1) |
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Persuasive Speaking Strategies |
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323 | (3) |
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Establish Your Credibility |
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324 | (2) |
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Speaking With Confidence Gene Fox |
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326 | (2) |
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TRY THIS Assessing and Building Your Credibility |
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328 | (5) |
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329 | (1) |
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Connect with Your Listeners |
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330 | (2) |
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332 | (1) |
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333 | (1) |
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Ethical Decisions Dynamism: Masking or Making Credibility |
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333 | (3) |
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Enhance Your Emotional Appeals |
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334 | (2) |
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336 | (1) |
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Practice Critique Analyzing Persuasive Appeals in a Powerful Speech |
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337 | (1) |
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337 | (2) |
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The Structure of Persuasion |
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339 | (30) |
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Making and Refuting Arguments |
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340 | (2) |
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340 | (2) |
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342 | (1) |
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Speaking With Confidence Brian Davis |
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342 | (1) |
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343 | (7) |
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343 | (2) |
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345 | (1) |
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345 | (2) |
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347 | (2) |
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349 | (1) |
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Theory Into Practice Testing Your Arguments |
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350 | (1) |
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351 | (6) |
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351 | (1) |
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352 | (1) |
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Post Hoc Ergo Propter Hoc |
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353 | (1) |
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353 | (1) |
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354 | (1) |
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355 | (1) |
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355 | (1) |
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356 | (1) |
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356 | (1) |
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357 | (1) |
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Selecting Propositions for Persuasive Speeches |
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357 | (3) |
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Characteristics of Propositions |
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358 | (1) |
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359 | (1) |
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TRY THIS Formulating Your Persuasive Proposition |
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360 | (1) |
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Monroe's Motivated Sequence |
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361 | (2) |
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Annotated Sample Speech Sustainable Giving |
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363 | (2) |
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365 | (1) |
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Practice Critique Identifying a Claim and Evaluating Evidence |
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366 | (1) |
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366 | (3) |
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Speaking on Special Occasions |
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369 | (20) |
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The Speech of Introduction |
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371 | (1) |
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The Speech of Presentation |
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372 | (2) |
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374 | (1) |
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Ethical Decisions How (and Whether) to Polish a Bad Apple |
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374 | (2) |
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376 | (1) |
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377 | (2) |
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379 | (1) |
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The Question-Answer Period |
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380 | (2) |
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TRY THIS Anticipating and Answering Listeners' Questions |
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382 | (1) |
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382 | (2) |
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384 | (1) |
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Theory Into Practice Appearing on Video |
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385 | (1) |
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Practice Critique Evaluating a Speech of Tribute |
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386 | (1) |
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386 | (3) |
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Speaking in and as a Group |
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389 | (20) |
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Small-Group Communication and Public Speaking |
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390 | (1) |
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391 | (1) |
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392 | (1) |
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TRY THIS Analyzing Your Group |
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393 | (1) |
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Group Discussion and Decision Making |
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394 | (7) |
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Principles of Group Decision Making |
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394 | (1) |
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The Process of Group Decision Making |
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395 | (3) |
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The Responsibilities of Group Members |
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398 | (1) |
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The Responsibilities of Group Leaders |
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399 | (2) |
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Ethical Decisions Leader and Member Responses When Groups Fail |
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401 | (1) |
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402 | (3) |
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Formats for the Presentation |
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402 | (1) |
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Preparing a Group Presentation |
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402 | (3) |
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Speaking With Confidence Cynthia Opakunle |
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405 | (1) |
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Theory Into Practice Developing a Presentational Style |
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406 | (1) |
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406 | (1) |
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Practice Critique Analyzing a Group's Interactions |
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407 | (1) |
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408 | (1) |
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Appendix: Sample Speeches |
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|
409 | (14) |
|
Renaissance Fairs: The New Vaudeville |
|
|
409 | (1) |
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Steganography: Hidden Messages |
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410 | (2) |
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412 | (3) |
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How Old Is He Anyway? Aging the Whitetail Buck |
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415 | (1) |
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416 | (2) |
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Speech of Tribute to Charles M. Schulz |
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418 | (1) |
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419 | (4) |
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Endnotes |
|
423 | (8) |
Name Index |
|
431 | (4) |
Subject Index |
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435 | |